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Teaching Using Technology  |
1. Why do we use technology for teaching and learning?
Susan Lucas (http://susanlucas.com/pedagogy/index.html) writes:
When I talk to many faculty members about why they are interested in using technology in instruction, I get a diverse and varied set of answers:
- because I have to
- because all my colleagues have web courses and I don't
- because I have a technology grant
- because I want students to have access to the material
Everyone has a different reason for wanting to incorporate technology, but few of us really understand the basic reason:
- Technology can improve the quality (and quantity) of instruction
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Why did I decide to use technology?
Initially,
- because I have too many students in my classes, especially in my first year Japanese language classes
- because I do not want to copy too much - it is wasteful
- because students have an access - anytime and anywhere
- because I felt that I would be left behind in this technological revolutionary era
- because that I found a good tech people with whom I enjoy working
Now,
- I am motivated to use technology because I believe that technology is an effective teaching tool and partner for teaching and learning (positive bias towards technology). Yes, I agree that technology can improve the quality (and quantity) of instruction!
- I am very happy that I decreased time spent on tasks such as copying handouts, giving handouts to students who missed classes, and grading students’ exercises and quizzes. Q. What are your motivation(s) to use technology in your daily teaching? List 3-4 items.
- __________________
- __________________
- __________________
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2. What are the use of computers and the internet in Japanese classes in the United States?
Recently, Omoto, Fukai, and Schneider (2005) conducted the survey regarding to (1) the teacher's environment for computing and Japanese capability, including technical support; (2) the availably of computers at school for class use; and (3) technology-related projects completed in class. Based on the survey, they concluded that many teachers actively utilize the Internet and more attention should be paid to its pedagogically sound implementation
Self-check:
- Do you have your own computer at work?
- What is your operating system? (Windows XP, Mac OS X, etc.)
- What software program are installed in your computer?
- Is your computer capable in word processing, email, and web browsing?
- Who do you ask for help when you need technical help?
- Do you have a computer facility that you can use for your class?
- What sort of projects do you engage your students to do?
- How have you been implemented technology in your class? What sort of instructional approaches worked well in your class?
My answers
- Do you have your own computer at work?
- Yes, I have a Power Book G4 (12 inches, 512 KB). The lab top computer is a revolutionary tool and has made my teaching life easy and organized. You can work anywhere at anytime. You can take it to classrooms and travels.
- The following items are good additional gadgets.
- What is your operating system? (Windows XP, Mac OS X, etc.)
- What sort ware program are installed in your computer?
- In my daily teaching, I use the following programs:
- Microsoft Office (Word, Excel, PowerPoint, Entourage)
- Check out a powerful tool called "Merge"
Word - Tool - Data Manage Merger
Your excel data will be easily transferred to Word files. If you have vocabulary charts in excel, categorize them (e.g. verbs, nouns, etc). Date Manage Merger will compile the information based on the category. You can make various list (e.g. email list, vocabulary list) instantly!
- Macromedia Dreamweaver MX 2004 - make web page
- Adobe Photoshop Elements - modify graphics and pictures
- Adobe Acrobat - make powerful PDF files
- Grab (Mac) - grab pictures
- Preview,
- iCal, iChat, iDVD, iMovie HD, iPhoto, iSync,
- QuickTime Player, Windows Media Player,
- Fetch, StuffIt, and VPNClient.
- I have just started Podcasting in Japanese and use Audacity, Cast Easy, iTunes, and Garage programs.
- My favorite browsers are Safari & Firefox
- Is your computer capable in word processing, email, and web browsing?
- Yes
- I like using Firefox because it has an extension called rikaichan. It is a Japanese-English/German/French dictionary. After having installed it, go to Tool and enable rikaichan. When you move your mouse to Japanese character, its translation will pop up instantly.
- Who do you ask for help when you need technical help?
- I am very happy to work at Sacramento State because they have a lot of faculty development workshops. Technology people and pedagogists are working together to offer a number of wonderful learning opportunities. One of the strengths of this faculty development program is that they practice one-to-one consultation beside classroom-based workshop.
- Do you have a computer facility that you can use for your class?
- Yes. Mariposa 2000 is Teaching Lab. Japanese, Russian, and other fonts are installed.
- What sort of projects do you engage your students to do?
- How have you been implemented technology in your class? What sort of instructional approaches worked well in your class?
- I discussed constructive and instructive approaches to online teaching on Sensei Online
Text (Click here)
PowerPoint Presentation (Click here)
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3. How to use Technology in Teaching - Check list
Let's consider a dozen ways technology can support teaching and learning.
Checklist - Are you interested in doing or doing the followings using technology in your class? Choose three most interesting items from below to you and develop your goals and action plan/strategies.
- Give students access to on-line or multimedia resources
- Enhance lectures
- Teach concepts that are difficult to convey with words or on a chalkboard
- Vary how content is presented and applied
- Facilitate discussion, problem-solving, simulations, and other learning activities
- Help students work collaboratively
- Drill students on basic concepts, e.g., give quizzes with built-in feedback
- Support real-world learning experiences
- Extend interactions and activities beyond the classroom
- Save time on grading and course administration
- Provide skill-building exercises and tutorials
- Reach new students who can't come to campus
- Use the Internet to individualize learning.
My Answer
- Give students access to on-line or multimedia resources
- Enhance lectures
- PowerPoint presentation (I use my PowerPoint like overhead)
- Teach concepts that are difficult to convey with words or on a chalkboard
- PowerPoint
- online handout
- Vary how content is presented and applied
- WebCT 6 has learning module function so you can make any learning module if you want to. For example, vocabulary module, grammar module, etc.
- Facilitate discussion, problem-solving, simulations, and other learning activities
- Active discussion using Discussion Board, Chat, Diva©e programs
- Help students work collaboratively
- Positive collaboration using Discussion Board, Chat, Diva©e programs
- Drill students on basic concepts, e.g., give quizzes with built-in feedback
- Online quizzes and exercises
- Support real-world learning experiences
- email communication with Japanese people
- making e-Portfolio including resume in Japanese
- online schedules with links to various site
- Extend interactions and activities beyond the classroom
- Communication using Discussion Board, Chat, Email, iCamera
- Save time on grading and course administration
- Grades of o online quizzes and exercises will directly go to GradeBook
- You can upload grades on non-computer exercises and tests to GradeBook using the function of export and import function
- Provide skill-building exercises and tutorials
- Online exercises (unlimited access to certain types of online exercises)
- Reach new students who can't come to campus
- WebCT
- Virtual language lab
- Use the Internet to individualize learning
- WebCT
- Virtual language lab
Choose three most interesting activities to you.
- __________________
- __________________
- __________________
Develop your goals and action plan/strategies.
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4. How have I been integrating technology into my language courses?
Let me trace back my professional development history....
Summer 2006 - Spring 2007
Summer 2005 - Spring 2006
Summer 2004 - Spring 2005
Summer 2003 - Spring 2004
Summer 2002 - Spring 2003
Summer 2006 - Spring 2007
- Will develop a new course called Japanese civilization using WebCT 6
- Will re-develop Japanese literature course using WebCT
- Will re-develop elementary Japanese language course using WebCT 6
Summer 2005 - Spring 2006
top Summer 2004 - Spring 2005
- Served as a WebCT Vista pilot case and submitted a report to the CSU WebCT Steering Committee on December 2004 - January 2005.
- Developed the second year Japanese language course using WebCT
- Developed the third year Japanese course (JAPN150) using WebCT 4
- Video letter using video streaming
- Web page development using "Students Presentation"
- Developed the Japanese literature (JAPN110) using WebCT 4
- Improved elementary Japanese course (WebCT 4)
- Developed a web-based tutorial schedule
- Developed an online registration system for World Language Day event with Ms. Andrea Shea I learn the function of Word called "Date Merge Manager". Click "Tools" and choose "Date Merge Manager" I was able to download the information that participants typed in as Excel file. I merge Excel date to Word and create address labels, email list, etc. in less than one minute!
- Worked on an interactive online resource page “Usagi-chan’s Genki Resource Page”
top Summer 2003 - Spring 2004
- Integrated technology into my daily teaching though the use of the course management system (WebCT), an interactive multimedia language learning system (Diva©e Duo), an interactive on-line resource page, and the use of a high tech classroom (“Smart Classroom”).
- Start developing a faculty web page
- Began to develop World Language Day web page
- Developed web-enhanced elementary Japanese course (WebCT 4). The textbook was changed to "Genki"
- Online quizzes and exercises using PHP date base
- Online survey
- On-line Syllabus and Schedule by Lesson
- Assignment Posting,
- Class Presentation (PowerPoint)
- Audio files
- Discussion board
- Students Homepage
- Online gradebook
- online game
- Developed online resource page for CSUS students who are interested in learning Japanese language on my faculty
- Began to develop an interactive online resource page called “Usagi-chan’s Genki Resource Page” collaboratively with Ms. Andrea Shea, online specialist to supplement both the WebCT course and a newly adopted Japanese language textbook, Genki
top Summer 2002 - Spring 2003
- Developed elementary Japanese course (WebCT 4) The textbook was "Learn Japanese" PowerPoint lectures
- Took most workshops offered by UCCS to learn basic skills
- To improve my teaching in class: PowerPoint: The Basics, Interactive Features, Multi Media, & Presenting
- To develop online course using WebCT (course management system): Overview of Online Courses; WebCT (Introduction to WebCT 6,The Basics, File and Content Management, Communication Tools, Assessments & Assignments, Grade Book; & Group and Course Management); Image Scanning; Photoshop Elements; Adobe Acrobat (Creating & Editing PDFs)
- To develop my faculty page: Web Design: An Introduction; Images for the Web; HTML: The Basics; Introduction to Web Accessibility; Using Sac State Web Templates Dreamweaver: Image Maps, Rollovers and FTP, Introduction to Editing Web Pages, Links and Tables
- Set up goals and articulate how I want to get to those goals. The goals of this technology-enhanced course are to help students to:
1) be receptive to independent learning;
2) attain Japanese language proficiency;
3) encourage students to demonstrate an understanding of the relationship between the practices, the products, and perspectives of Japanese culture;
4) openly share knowledge, questions and issues with others; and
5) have a higher level of learner satisfaction. To achieve each of these goals, the following teaching strategies were developed:
- For Goal 1, I post required information on WebCT (weekly announcement, handouts, class presentations, audio files, feedback on homework assignments and quizzes, grading), facilitating student log-ins on WebCT at least twice a week.
- For Goal 2, I offer students a variety of opportunities to express their ideas in Japanese through the discussion board, and engaged students in extensive listening, speaking, reading, and writing activities through Diva©e, WebCT (Student Homepage and Discussion), and Japanese language learning Internet sites.
- For Goal 3, I assign students Internet research essays on selected topics (e.g. Japanese geography, food, customs & manners), exchanged e-mail with Japanese people, and developed exercises using videos (and other multimedia) on the Internet.
- For Goal 4, I create assignments where students can learn from each other and share their web resources using the Discussion Board.
- For Goal 5, I create various homework and class activities that would facilitate students to utilize their multiple intelligence's so that every student could demonstrate his/her strengths rather than weaknesses. I also monitored students' progress by communicating with individual students by e-mail. In addition, the technology consultant developed web-based learning tools to further contribute to the degree of students' satisfaction.
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5. Successful so far? What are findings so far?
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6. Commitment?
Commitment 1: Gain fundamental knowledge and skills
- Keep on taking all necessary workshops to improve my teaching in class, develop online course using WebCT (course management system), and develop my faculty web page.
- Keep retaking workshops
Commitment 2: Develop, deliver, refine online courses using WebCT
- Keep working with online consultants
- Getting feed back from students through online survey
- Time commitment
Commitment 3: Explore new approaches
- Conduct research
- Present at conference
- Publication
What is your commitment?
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